Pre - School Teachers' Self Efficacy Related To Early Maths Education

Year 2017, Volume: 2017 Issue: 8, 240 - 247, 30.04.2017

Meryem Çelik

Abstract

Purpose of this study is examining the pre-school teachers' level of self efficacy related to early maths education and correlation between these levels and various variables. Determining tool of Pre - school teachers' self efficacy related to early maths education is applied to 60 teachers who were pre-school teachers in 2013 and formed sample of this study. As a result of these analysis, it has been precipitated that teachers' level of self efficacy related to early maths education is good. Also, it has been detected that teachers' level of self efficacy related to early maths education showed a difference in according to degree of teachers' own self- efficacy in branch of pre-school teacher and generally degree of teachers' self efficacy while planning and applying the activity of maths.

Keywords

Pre-school teacher, early maths education, self-efficacy

Okulöncesi Öğretmenlerinin Erken Matematik Eğitimine İlişkin Özyeterlikleri

Abstract

Bu araştırmanın amacı, okulöncesi öğretmenlerinin erken matematik eğitimine ilişkin özyeterlik düzeyleri ve bu düzeylerle çeşitli değişkenler arasındaki ilişkileri incelemektir. Araştırmanın örneklemini oluşturan 2013 yılında okulöncesi öğretmenliği yapan 60 öğretmene “Okulöncesi Öğretmenlerinin Erken Matematik Eğitimine İlişkin Yeterliklerini Belirleme Aracı” uygulanmıştır. Analizler sonucunda öğretmenlerin erken matematik eğitimine ilişkin yeterlilik düzeylerinin iyi olduğu sonucuna ulaşılmıştır. Ayrıca öğretmenlerin kendini genel olarak okul öncesi öğretmenliği alanında yeterli hissetme ve genel olarak matematik etkinliklerini planlarken ve uygularken yeterli hissetme derecesine göre erken matematik eğitimine ilişkin özyeterlik düzeylerinin anlamlı farklılık gösterdiği belirlenmiştir.

Keywords

Okulöncesi öğretmenleri, erken matematik eğitimi, yeterlik

References

• Benner, A. D., & Mistry, R. S. (2007). Congruence of mother and teacher educational expectations and low-income youth’s academic competence, Journal of Educational Psychology, 99(1), 140–153.
• Bodovski, K., & Farkas, G. (2007). Mathematics growth in early elementary school: The roles of beginning knowledge, student engagement, and instruction, The Elementary School Journal, 108(2), 115–130.
• Brown, E.T., J. Molfese, V.J. ve Molfese, P. (2008): Preschool student learning in literacy and mathematics: ımpact of teacher experience, qualifications, and beliefs on an at-risk sample, Journal of Education for Students Placed at Risk (JESPAR), 13:1, 106-126
• Brown, E.T. (2005) The ınfluence of teachers’ efficacy and beliefs regarding mathematics ınstruction in the early childhood classroom, Journal of Early Childhood Teacher Education, 26:3, 239-257
• Chouinard, R., Karsenti, T., & Roy, N. (2007). Relations among competence beliefs, utility value, achievement goals, and effort in mathematics, British Journal of Educational Psychology, 77, 501–517.
• Clements, D.H. (2001). Mathematics in the preschool, Teachıng Chıldren Mathematıcs, 270-275 http://gse.buffalo.edu/org/buildingblocks/writings/preschool%20math%20in%20tcm.pdf (11.12.2015)
• Evans, D. B. (2003). Early Childhood (K-5) Preservice teachers’ beliefs about mathematics, teaching mathematics, and learning mathematics, Doctor Theses, Georgia Southern University.
• Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation, Journal of Educational Psychology, 76(4), 569–582.
• Karasar, N. (2004). Bilimsel araştırma yöntemi, Nobel Yayıncılık, Ankara.
• Kilday, C.R., Kinzie, M.B., Mashburn, A.J. ve Whittaker, J.V. ( 2011) Accuracy of teacher judgments of preschoolers', math skills, Journal of Psychoeducational Assessment. 30(2) 148–159.
• Klibanoff, R.S., Levine,S.C., Huttenlocher, J., Vasilyeva, M. and Hedges, L.V. (2006). Preschool children’s mathematical knowledge: the effect of teacher “math talk”, Developmental Psychology, 42( 1) 59–69
• Lavigne, G. L., Vallerand, R. J., and Miquelon, P. (2007). A motivational model of persistence in science education: A self-determination theory approach, European Journal of Psychology of Education, XXII(3), 351–369.
• Lee, J. (2005). 'Correlations between kindergarten teachers' attitudes toward mathematics and teaching practice', Journal of Early Childhood Teacher Education, 25(2),173 — 184
• Lee, J and Herbert P. Ginsburg, H.P. (2007). What is appropriate mathematics education for four-year-olds?: pre-kindergarten teachers' beliefs, Journal of Early Childhood Research, 5(1) 2–31
• Linder, S., Powers-Costello, B., Dolores A. And Stegelin, D.A. (2011). Mathematics in Early Childhood: Research-Based Rationale and Practical Strategies, Early Childhood Education Journal, 39, 29–37
• Polly, D. (2008) Modeling the Influence of Calculator Use and Teacher Effects on First Grade Students’ Mathematics Achievement, The Journal of Combuters in Mathematics and Science Teaching, 27,3
• Roberts, C., Cretchley, P. ve Harman, C. (1998) Measuring attitudes towards mathematics in early childhood and primary teacher education http://www.merga.net.au/documents/RP_Roberts_Cretchley_Harman_1998.pdf (12.02.2016)
• Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. (2001). Teachers' beliefs and practices related to mathematics instruction, Teaching and TeacherEducation, 17, 213-226.
• Thornton, J. S., Crim, C. L. ve Hawkins, J. (2009)'The Impact of an Ongoing Professional Development Program on Prekindergarten Teachers' Mathematics Practices', Journal of Early Childhood Teacher Education, 30(2),150-161
• Tran, N.A, Schneider, S., Duran, L., Conley, A.M., Richland, L., Burchinal, M., Rutherford, T., Kibrick, M., Osborne, K., Coulson, A., Antenore, F., Daniels, A., and E. Martinez., M. (2012). The effects of mathematics instruction using spatial temporal cognition on teacher efficacy and instructional practices, Computers in Human Behavior 28, 340–349.